Kenanow is a Cree word which means, "all of us here, now," and describes the process by which learning occurs. "All of us who are here, now," learn together to solve our problems, better our community and arrive at new knowledge. All of us refers to the synergy that occurs in intellectual work within community for the benefit of the community. Those 'here' call upon the cultural storehouse of the knowledge of many generations to continue living and learning according to Cree values; love, generosity, integrity, courage, respect, humility, and freedom. The sense of "now" within Kenanow incorporates an urgency to learning and teaching. Learn now, work now, contribute now.
Teaching the Social Studies Methods Course
The role of the teacher in the Social Studies Methods course needs to be addressed in carrying out the design for the course. Both the online and the face to face components of the course require a teacher who is willing to behave in accordance with Cree traditions of knowledge creation and learning. The stance of the teacher is to create a sense of urgency balanced off by free rein. Above all the Cree traditions in Northern Manitoba prized freedom of thought balanced with dedication to the community. Thus the unique perceptions and thought patterns of the individual were put into the service of the community.
This 3 credit blended course is twelve weeks in length. It is designed for a small class of Northern and Aboriginal Kenanow Bachelor of Education students at University College of the North in Northern Manitoba. The course is designed to mirror the structure of the social studies curriculum in Manitoba and to develop a Metis teaching identity in students. At University College of the North and within the Kenanow Faculty of Education all instructional design must draw fluidly on Cree learning practices, specifically Kenanow, which means, "all of us,here, now."
In Kenanow all learners are engaged, empowered, and enlivened. The instructor must strive to create a sense of belonging, of community, of synergy and of urgency. Every student must be drawn into the circle, be heard, be respected, be responsible. The instructor should be comfortable with the 'guide on the side,' stance, within a didactic approach that is not Socratic. The instructor is not to be the sage of the stage. The instructor is not to pepper the students with questions to prove a point or to reach a conclusion. The instructor needs to listen, to pause, to mirror, to tell stories if appropriate, to take a stand at times, but never to force compliance, never to intellectually bully, or to foist opinion. Students must feel valued, trusted, and at times frustrated. Although the Cree world privileged community above all, the social processes of Kenanow allowed for variety as opposed to 'groupthink.'
Save the first and last classes each 3 hour class is divided into 3 sections each of which would roughly last an hour to correspond with the learning outcomes. One section would concern skills outcomes, one section would concern knowledge outcomes and one sections would concern values outcomes. with the skills outcomes the teacher should be more directive, with the knowledge outcomes, the teacher should encourage transference to teaching practice; with the values outcomes; the teacher should animate a Metis teacher identity vis the creation of identity symbols and markers, like songs, dances, drama, art work.
Tansi Instructors,
Social Studies Methods within Kenanow
Kenanow is a Cree word which means, "all of us here, now," and describes the process by which learning occurs. "All of us who are here, now," learn together to solve our problems, better our community and arrive at new knowledge. All of us refers to the synergy that occurs in intellectual work within community for the benefit of the community. Those 'here' call upon the cultural storehouse of the knowledge of many generations to continue living and learning according to Cree values; love, generosity, integrity, courage, respect, humility, and freedom. The sense of "now" within Kenanow incorporates an urgency to learning and teaching. Learn now, work now, contribute now.
Teaching the Social Studies Methods Course
The role of the teacher in the Social Studies Methods course needs to be addressed in carrying out the design for the course. Both the online and the face to face components of the course require a teacher who is willing to behave in accordance with Cree traditions of knowledge creation and learning. The stance of the teacher is to create a sense of urgency balanced off by free rein. Above all the Cree traditions in Northern Manitoba prized freedom of thought balanced with dedication to the community. Thus the unique perceptions and thought patterns of the individual were put into the service of the community.This 3 credit blended course is twelve weeks in length. It is designed for a small class of Northern and Aboriginal Kenanow Bachelor of Education students at University College of the North in Northern Manitoba. The course is designed to mirror the structure of the social studies curriculum in Manitoba and to develop a Metis teaching identity in students. At University College of the North and within the Kenanow Faculty of Education all instructional design must draw fluidly on Cree learning practices, specifically Kenanow, which means, "all of us,here, now."
In Kenanow all learners are engaged, empowered, and enlivened. The instructor must strive to create a sense of belonging, of community, of synergy and of urgency. Every student must be drawn into the circle, be heard, be respected, be responsible. The instructor should be comfortable with the 'guide on the side,' stance, within a didactic approach that is not Socratic. The instructor is not to be the sage of the stage. The instructor is not to pepper the students with questions to prove a point or to reach a conclusion. The instructor needs to listen, to pause, to mirror, to tell stories if appropriate, to take a stand at times, but never to force compliance, never to intellectually bully, or to foist opinion. Students must feel valued, trusted, and at times frustrated. Although the Cree world privileged community above all, the social processes of Kenanow allowed for variety as opposed to 'groupthink.'
Save the first and last classes each 3 hour class is divided into 3 sections each of which would roughly last an hour to correspond with the learning outcomes. One section would concern skills outcomes, one section would concern knowledge outcomes and one sections would concern values outcomes. with the skills outcomes the teacher should be more directive, with the knowledge outcomes, the teacher should encourage transference to teaching practice; with the values outcomes; the teacher should animate a Metis teacher identity vis the creation of identity symbols and markers, like songs, dances, drama, art work.